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All Journal JURNAL GIZI INDONESIA Jurnal Psikologi Analitika : Jurnal Magister Psikologi UMA JURNAL DIVERSITA Psikologia: Jurnal Pemikiran dan Penelitian Psikologi Journal of Educational Sciences Jurnal Pendidikan Indonesia (Japendi) MULTIPLE: Journal of Global and Multidisciplinary
Sri Supriyantini
Fakultas Psikologi, Program Studi Magister Psikologi Profesi, Universitas Sumatera Utara, Indonesia
Religion Humanities Decision Sciences, Operations Research & Management Economics, Econometrics & Finance Education Health Professions Languange, Linguistic, Communication & Media Law, Crime, Criminology & Criminal Justice Library & Information Science Neuroscience Social Sciences Other

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Development of Statistics Teaching Materials: Analysis of The Effect of High Intensity Textual Seductive Detail on The Understanding of Statistics Learning in Psychology Students Marsha, Carla; Mukhtar, Desvi Yanti; Supriyantini, Sri
Journal of Educational Sciences Vol. 10 No. 3 (2026): Journal of Educational Sciences
Publisher : FKIP - Universitas Riau

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31258/jes.10.3.p.1054-1066

Abstract

Statistics courses for psychology students are often considered difficult, requiring teaching materials that enhance engagement without hindering conceptual understanding. One approach is adding textual seductive details—unique but irrelevant narratives or facts—to learning content. This study aimed to develop statistical teaching materials and examine the effect of high-intensity textual seductive details on students’ understanding. Using a one-group pretest–posttest design with 15 psychology students, statistical understanding was measured before and after the intervention and analyzed using the Wilcoxon Signed-Rank Test. Results showed a significant improvement between pretest and posttest scores (Z = −3.041, p = .002, r = .79), indicating a strong positive effect of high-intensity seductive details on learning. Spearman’s correlation revealed no significant relationship between prior knowledge, cognitive load, and posttest results. However, a moderate negative correlation appeared between cognitive load and posttest performance (ρ = −.438; p = .102), suggesting that higher cognitive load tends to reduce understanding, though not significantly. Therefore, integrating high-intensity seductive details should be balanced with careful management of cognitive load in designing statistical learning materials.
Co-Authors Albandary, Dea Muthia Dea Muthia Albandary Dedek Prilyanti Dwi Nastiti Iswarawanti Emmy Mariatin Endang Haryati Erlyani Fachrosi Marsha, Carla Mukhtar, Desvi Yanti Nazmah Nazmah, Nazmah Oslida Martony Rahmita Wahyuni Reni Susanti Rina Doriana Pasaribu Tarmidi Tarmidi Tarmidi Tarmidi Tarmidi